Transcript Putting training and learning in context: the value of qualitative

Putting Training and Learning in Context:
The Value of Qualitative Methods
Alan Felstead
Structure of Workshop
Part One: Presentation
1. Summary of the Argument
2. Health and Fitness Sector
3. Methods
4. Results
Part Two: Interaction
1.Q&A
2. Discussion Points
3. Applicability to SSCs
Part One: Presentation
The ‘Good’ Face of ‘Training’
• Policy assumption: training & skills are the
key levers to economic success
• Training teaches new skills & a thirst for
learning
• Training enhances labour mobility & pay
• Training raises business performance
The Evidence Base
• The ‘good’ face is based on survey evidence
• What is learnt, by whom & why difficult
to capture
• Events recorded largely context-free (some
attempts but inevitably limited)
• Dynamic role of training difficult to capture
in survey work
Argument & Substantive Finding
• A fuller understanding of the role &
function of training & change over time
requires a case study approach
• Training can stifle and prevent learning
• Sources of knowledge may be off-limits
& out of reach (with script writers upstream
in the productive system & away from the
point of delivery)
2700
2600
Number of Clubs
2500
2400
2300
2200
2100
1998
1999
2000
2001
2002
2003
2004
2005
Cardiovascular (CV)
Rowers
Treadmills
Bikes
Elliptical
Cross Trainers
Single Resistance Machines
Bicep extensions
Seated leg curls
Free Weights
Bicep/tricep extensions
Barbells
Bench press
Dumbbells
Methods
• Stakeholder interviews (3)
• Operator-level interviews (11)
• Club-level management interviews (9)
• Observation of conventions – 2 day event
• Participant observation in 2 day event for
ETM instructors
• Follow-up interviews & observations with
fellow trainees
• 15 ETM interviews – most at evenings &
weekends
Attendance gives 4
CPD points
Two Productive Systems
1.Freestyle (DIY). Began with Step in late
1980s with platforms being manufactured
& sold for studio use, but little centralised
instruction
2. Pre-choreography. Launched in NZ in 1990,
entered UK in 1997 with 7 programmes, now
in a fifth of UK venues – BTS is the dominant
user of this system of delivery
BodyAttack
(floor
aerobics)
BodyBalance
(mind & body
conditioning)
BodyCombat
(boxing &
karate)
RPM
(indoor
cycling)
BodyJam
(dance)
BodyPump
(resistance
training)
BodyStep
(step
aerobics)
June 1990
16.00
December 1991
March 1993
14.00
Number of Operational Years
12.00
March 1997
10.00
March 1998
September 1998
8.00
June 1999
6.00
4.00
2.00
0.00
BodyStep
BodyPump
BodyAttack
BodyJam
BodyBalance
RPM
BodyCombat
1400
1224
1200
Number of Venues in England, 2006
951
1000
761
800
600
348
288
400
215
205
200
0
BodyPump
BodyCombat
BodyBalance
BodyAttack
RPM
BodyJam
BodyStep
Features of BTS
• Pre-packed product delivered by instructors
• Clubs licensed for 12 months to put BTS on
timetable – fee paid
• Instructors need club-affiliation to access
initial training + NVQ 2
• Initial training (2-3 days) + assessment
• CPD (attendance at 3 out of 4 QWs when
new release issued)
• Elements of ‘licence to practise’ but not
allowed to freely roam
Contrasting Labour Process Regimes
1.Freestyle (instructor centre stage):
- analysing & selecting music
- choreographing the moves
- presenting their image
2. Pre-choreography (instructor mimics another):
- sounds selected & remixed
- choreographers fit movement to music
- image makers promote clothes selection &
use of dialogue
Beats per minute
absent
Music segments
Music phrasing – 32 count
blocks
Shorthand for moves
Instructor dialogue
Trainees are Drilled to Conform
• Everything pre-packaged & easy
• Specialised knowledge & decision-rules
in-built into artefacts (DVDs, notes, QWs)
• Repetitive viewing of DVD
• Compulsory attendance at QWs
• Mimicking of Master Trainers encouraged –
clothing, language & even bodies!
Conclusion
• Music mapping, choreography &
inventiveness are not ‘must have’ skills in a
pre-choreographed world
• Standardization requires follow the scripts
written by others!
• This formulaic solution cheapens labour &
makes high labour turnover & absenteeism
easier to cope with
• Contrary to popular belief training can
deaden rather than awaken individual
creativity
Part Two: Interaction
1. Q&A on presentation
2. Do you see any value in your SSC
sponsoring in-depth case study research?
3. What, if any, case study research has your
SSC sponsored?
4. Should more in-depth case study work be
carried out by SSCs?
5. What issues can it help to illuminate?
6. Is the survey the best (and only) method
SSCs should use?
Contact Details:
[email protected]